Frederick Street , Wainuiomata, Lower Hutt
View on mapTēnā koutou e mau manawa rahi ki te kaupapa e aro ake nei, ko te tamaiti te pūtake o te kaupapa. Mā wai rā e kawe, mā tātau katoa.
We acknowledge the collective effort, responsibility and commitment by all to ensure that the child remains at the heart of the matter.
Pukeatua Primary School (Wainuiomata) is located in Wellington and provides dual-medium education for students in Years 1 to 8. A new leadership team and presiding board member have recently been appointed. A Ministry of Education special advisor supports the school with curriculum development. The school’s values are Whakaute (respect), Manaakitanga (caring and sharing), Ngana (commitment) and Tuakiri (identity).
There are two parts to this report.
Part A: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki/bilingual settings.
Part B: The improvement actions prioritised for the school’s next evaluation cycle.
The following findings are to inform the school’s future priorities for improvement.
| The majority of learners are not yet making sufficient progress. |
| School leadership is establishing systems and processes to improve outcomes for learners. |
| Teaching is increasingly intentional and responsive to the diverse needs of learners. |
| Improving school systems, processes, and internal evaluation, focused on improving student achievement outcomes, is a priority. |
The agreed next steps for the school are to:
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
Every six months:
Annually:
Actions taken against these next steps are expected to result in:
ERO recommends that the Ministry of Education continue to provide tailored support for:
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Evaluation Report and is due within three years.
Me mahi tahi tonu tātau, kia whai oranga a tātau tamariki
Let’s continue to work together for the greater good of all children
Shelley Booysen
Director of Schools
10 December 2024
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
As of July 2024, the Pukeatua Primary School (Wainuiomata) Board has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
ERO and the board have identified the following areas of non-compliance during the board assurance process:
The board has since taken steps to address the areas of non-compliance identified.
For further information please contact Pukeatua Primary School (Wainuiomata), School Board.
The next School Board assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.
Information on ERO’s role and process in this review can be found on the Education Review Office website.
Shelley Booysen
Director of Schools
10 December 2024
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Pukeatua School is situated in Wainuiomata and caters for students in Years 1 to 8. At the time of this ERO review, the roll is 144, of whom 81% are Māori.
In the three Māori immersion (Rumaki) classes, Te Whānau, the children’s learning is based on Te Marautanga o Aotearoa. The learning of students in five classes, Te Kākano, is based on The New Zealand Curriculum.
The school’s mission statement focuses on the school values: whakaute (respect), manaakitanga (caring and sharing), tuakiri (identity), and ngana (commitment). The aim is that the ‘school values nurture the growth and love of learning as students become capable, successful learners in all aspects of their lives’. Three current strategic goals focus on improving student achievement, enriching the school’s curriculum and continuing to foster whānau and community relationships.
Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:
The principal, deputy principal and a recently-appointed assistant principal make up the senior leadership team.
Staff professional learning and development (PLD) from 2017 to 2019 has focused on teaching literacy. Different external providers are supporting teacher development in the two teams of the school. Mathematics PLD in 2017 and 2018 has been led internally. The school is in its third year of involvement in the Positive Behaviour for Learning (PB4L) programme.
Most students at the school are Māori.
In Te Kākano, student achievement data from 2016 to 2018 shows increased levels of achievement in reading and mathematics. At the end of 2018, most students were achieving at and above expectations in reading, and the large majority in writing and mathematics. The achievement of Pacific students increased in reading between 2016 and 2018. There is disparity between the achievement of girls and boys in reading and writing, with a larger number of girls achieving at and above curriculum expectations.
In Te Whānau, at the end of 2018, approximately half of students were achieving at and above expectations in pānui and te tau. The numbers of students who were achieving at and above expectations in kōrero were low, and very low in tuhituhi.
In 2018 the school tracked the progress of specific year groups and documented the acceleration of the target students in these year groups.
In Te Kākano, there is clear evidence of acceleration. Approximately a third of these targeted students made accelerated progress in reading, approximately half in writing and all in mathematics.
In Te Whānau, the progress of target students in specific year groups was also tracked. It is less clear if the school is effective in accelerating learning for these students.
Te reo me ngā tikanga Māori and cultural diversity are promoted and celebrated in classroom programmes and the daily life of the school. The identity, language and culture of Māori learners and their whānau is affirmed in many ways. The school values are demonstrated in authentic ways.
The school works appropriately alongside families, the community and external agencies to support the learning of children with additional learning needs. The Special Education Needs Coordinator (SENCO) appropriately facilitates and documents the schoolwide processes that promote and support these children’s learning and wellbeing. Teacher Aides and Kaiawhina provide suitable additional support.
Warm and welcoming relationships are evident in the school environment. Older students support the learning and activities of younger children. Students participate enthusiastically in classroom learning activities. Teachers seek ways of using learning opportunities in the community to provide children with a broad range of learning experiences.
The appraisal process has been reviewed and strengthened. It is appropriately linked to the Standards for the Teaching Profession, and informed by regular observations of classroom practice and useful discussions to promote ongoing improvement.
The principal and board have been working on strengthening communication and engagement with whānau over several years. Whānau have been consulted and this regular communication has informed the development of new initiatives. Evaluation of the effectiveness of partnerships with whānau has led to ongoing improvement.
Leaders and teachers strongly focus on supporting students’ wellbeing and achievement. Following the 2016 ERO review, leaders and trustees developed an achievement plan and have regularly evaluated progress towards the goals. A new strategic plan has been developed. Trustees fund initiatives and resourcing to support teaching and learning.
Those students at risk of not achieving are clearly identified through the use of relevant assessment tools. The progress of some target students is regularly monitored and reported to the board.
Internal evaluation is used effectively to inform ongoing planning and development. The principal and trustees make good use of school evaluation indicators to examine the effectiveness of their practice, the impact on students’ outcomes, and to identify next development steps.
An urgent priority for the school is to increase student achievement, and accelerate the learning of students who are achieving below curriculum expectations. To achieve this, it is important to continue and increase:
With the appointment of a new senior leader it is timely to develop a more cohesive approach to schoolwide development to promote more consistent outcomes for learners. Strengthening the process and use of inquiry should assist teachers to know about the effectiveness of their practice in promoting student outcomes.
Teachers are at an early stage of promoting student agency. Increased provision of prompts, feedback and feedforward is likely to increase students’ knowledge of their learning stage and next steps.
The school has identified, and ERO’s evaluation supports, that a next step is to increase the consistency of implementation of PB4L strategies inside and outside the classroom.
Leaders have begun to review and document the school’s curriculum. This work should include the development of one curriculum document that reflects the school values, principles and mātāpono, local contexts for learning, expectations of teacher practice, documented pedagogy for the two strands of learning and other specific curriculum programmes.
Before the review, the board and principal of the school completed the ERO board assurance statement and self-audit checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to the following:
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
On the basis of the findings of this review, ERO’s overall evaluation judgement of Pukeatua Primary School (Wainuiomata)’s performance in achieving valued outcomes for its students is: Developing.
ERO’s Framework: Overall School Performance is available on ERO’s website.
For sustained improvement and future learner success, the school can draw on existing strengths in:
For sustained improvement and future learner success, priorities for further development are in:
Dr Lesley Patterson
Director Review and Improvement Services Te Tai Tini
Southern Region
7 August 2019
| Location | Lower Hutt |
| Ministry of Education profile number | 2846 |
| School type | Full Primary (Years 1 to 8) |
| School roll | 144 |
| Gender composition | Boys 53%, Girls 47% |
| Ethnic composition | Māori 81% Pacific 10% NZ European/Pākehā 7% Other ethnic groups 2% |
| Students with Ongoing Resourcing Funding (ORS) | Yes |
| Provision of Māori medium education | Yes |
| Review team on site | June 2019 |
| Date of this report | 7 August 2019 |
| Most recent ERO report(s) | Education Review September 2016 Education Review June 2013 |